Abbas Ali Zarei - PhD Imam Khomeini International University, Qazvin, Iran
Shafagh Ghoushchi - MA Islamic Azad University, Qazvin, Iran

This study was aimed to investigate the effects of corrective feedback types; namely, self feedback, teacher feedback and peer feedback, oral or written, on L2 reading anxiety. The data in this research were collected from 90 male and female Iranian Intermediate level EFL learners at Iran-Mehr institute in Garmsar, Iran. The participants were presented with a pretest, a questionnaire, 10 sessions of treatments and a posttest. The treatments given to these 90 students were different types of corrective feedback (self, peer, and teacher) each to one group of 30 students. The collecteddata were analyzed using the ANCOVA procedure. The results obtained from the collected data showed that, regarding reading anxiety, the participants of the teacher feedback group had a significantly higher level of reading anxiety than the participants of the other groups and it isfollowed by the peer feedback group, and the self-feedback group was the least anxiety inducing group among all.

corrective feedback types, reading anxiety